Tag: Teaching

Back in 2000, Bill Gates threw his hat into the ring of “fixing” public education. He spent millions and millions of dollars on an idea to break big high schools into smaller schools. After a few years he abandoned this idea as the test scores of high school students in the smaller schools didn’t climb, as he had hoped.

Next came his support of aligning teacher performance evaluations to student test scores. Not only is this a highly researched and unproven idea, it became one of the conditions for any state applying for Race to the Top funding. In order to qualify, states had to connect teacher performance with student test scores. This, too failed.

Then came Gates’ idea of Common Core Standards. While many states went ahead with the adoption of national curricula standards, test scores did not improve after implementation. This may be, in part, because they were written by non-educators, never piloted, and cost school districts millions to implement; many abandoning millions of dollars worth of textbook series’ adoptions because they didn’t align with the new standards.

This week, Gates announced he is investing $1.7 billion to “bolster public education in the United States.” He made the announcement this week, saying “Education is, without a doubt, one of the most challenging areas we invest in as a foundation,”Business Insider. Perhaps this is because his investments have not been paying off.

Where will the money go this time? Nothing specific was outlined in his announcement. However he hinted the money will be divided like this:

Roughly 60% of the funding will go toward supporting “the development of new curricula and networks of schools that work together to identify local problems and solutions,” Gates said. A large chunk of those problems involve schools that are effectively segregated based on race.

Another 25% will go toward “big bets” — programs that could change public education over the next 10 to 15 years (no further details provided).

And 15% will address the sector of charter schools, which Gates believes are vital for helping kids with moderate to severe learning disabilities receive a high-quality education Business Insider.

First, the development of new curricula. Back in 2014, Sue Desmond-Hellman, Gates Foundation Director said of Common Core Standards, “Unfortunately, our foundation underestimated the level of resources and support required for our public education systems to be well-equipped to implement the standards. We missed an early opportunity to sufficiently engage educators – particularly teachers – but also parents and communities so that the benefits of the standards could take flight from the beginning” (Washington Post).Creating new curricula did not work the first time, and now Gates wants to spend more money trying again. At what cost (again) to school districts?

Next, programs that could change public education. In 2016 a scathing editorial in the Los Angeles Times called, “Gates Foundation failures show philanthropists shouldn’t be setting America’s public school agenda” (LA Times). In the editorial,

The Gates Foundation is clearly rethinking its bust-the-walls-down strategy on education — as it should. And so should the politicians and policymakers, from the federal level to the local, who have given the educational wishes of Bill and Melinda Gates and other well-meaning philanthropists and foundations too much sway in recent years over how schools are run (LA Times).

And finally, charter schools. If you are a frequent reader of this blog or any other source for news on public education, you know how that’s going. Charter scandals. More charter scandals. Even more charter scandals… Florida, Michigan, Ohio, New Mexico, Mississippi, Arizona, New Jersey, California, Louisiana, and so many others. Previous blogs I’ve written on charters are here, here, here, and here. Charters rob low-income districts of funding, and run without accountability. Another failed reformer idea.

Mr. Gates is a smart, successful business man. Here are a few questions he and his foundation should consider: What could $1.7 billion buy low-income school districts? Teachers? Technology? Support Services? Books? Professional Development? Modern facilities? Healthcare? Clean water? Parent education? After-school programs?

Today I have a guest blogger, my esteemed colleague, co-author and friend. She writes about a sphere of influence we all have and may choose to act on or not every day.

With the recent events in Charlottesville, Houston, and the current impact of Irma as it hits Florida, Georgia, and the Carolinas, I’ve been spending a lot of time thinking about the people in my life who live and work all over the United States. It’s not that I forget about them when their specific cities or states are not blasted all over the morning news and radio programs, but at times it’s easy to be lulled into thinking our lives are progressing in forward-thinking momentum. Yet when natural catastrophes, violent human behaviors, and unpredictable incidents occur, it often serves as a harsh reminder that this world does not always operate in positive progress. These events clearly impact huge numbers of people – time seems to stand still, lives are changed in an instant. These events also give us individual opportunity to truly consider our own thoughts, words, and behaviors – our proactive and reactive responses. What are the ways in which our thoughts, words, and behaviors impact and influence others?

In recent years, my research on preparing pre-service teachers to work in environments with diverse students and families led me to examine some of the social structures and interpersonal dynamics present in other areas of scholarship, such as psychology and government.

In government, sphere of influence is defined as a country or area in which another country has power to affect developments though it has no formal authority. In psychology, it is a systematic way to view how one’s surrounding environment influences who one is and will become. I would argue that each one of us can not only be acted upon by these outside forces, but each also possesses the potential to act upon, within, and even beyond our spheres of influence.

So the sphere of influence as a concept is not a new notion, but applying sphere of influence to the field of education is a new opportunity to address the intersectionality of our lives as learners, teachers, mentors, coaches, colleagues, administrators, professors, family members, and friends.

It’s been said that a teacher has a ripple effect on human lives. Specifically, a teacher in Year One teaches 25 students, then in Year Two teaches a different 25 students, in Year Three teaches a third unique set of 25 students, and so on. And for each individual life a teacher touches, this individual grows up and takes the lessons learned as a young person into a whole other sphere which comprises their adult lives. So as a pebble thrown into the middle of a huge lake, the original point of impact ripples out to reach, eventually, the farthest edges of the shore.

Yet educators are not the only ones with a widespread sphere of influence. Each of us, and our own families and homes, neighborhoods and communities, workplaces and professional organizations, possess a great potential to powerfully contribute toward creating a kinder, more respectful, inclusive world. This potential power within each of us centers on our choices. Quite simply, each morning when we wake up we have choices – choices such as how we greet the people we encounter, whether we will stop and help someone in need, how we will respond to that one person who is always complaining. These interactions stem from the specific spheres of influence each of us occupy.

So the questions surrounding sphere of influence are really WHAT and HOW.

WHAT: What do you represent? What beliefs are worth the effort of standing firm? As educators, many of us believe in developmental growth and learning. As a mother, I advocate for all children to receive equitable access and opportunities to quality healthcare, education, and housing. As a human, I greatly value respect for and acceptance of all people.

HOW: How will you use your sphere of influence? Will it be something you acknowledge and capitalize upon in your life? Will you use it to propel positivity or harbor hate? Or will you pretend your life and choices bear no impact upon others’ lives, refraining from action?

I urge you to think. I urge to you act. The world cannot survive with our silence.

Many of us remember when we were kids, one of the highlights of going back to school was getting new school supplies. There was nothing better than a brand new box of Crayola crayons. Whether it was 12, 24, 48, or if you were really lucky, you got the 64 box with a built-in sharpener. The smell. the perfectly flat heads, and the colors; brick red, periwinkle, and the ever-popular burnt sienna. New crayons were a simple pleasure, and one we revered. Much like new sneakers could make us run faster and jump higher, a new box of crayons could make us artists.

According to the National Center for Children in Poverty (NCCP) roughly 15 million children (or 21%) are living in families with incomes below the poverty threshold. Not only can these families not afford to provide for their basic necessities, but school supplies are a luxury. A new box of crayons is for privileged kids.

In researching for this blog, I found inspiring stories about how communities are making sure kids are getting the supplies they need.

In Raleigh, NC, children from low-income families, came up with a plan to raise money for supplies, and new clothes. Two children set up a lemonade stand called “Sweet and Sour Lemonade.” On a good day, the stand can make up to $100. The money raised will be used to help members of their community get what they need to start school (KRON).

In Rockingham, NC the owners of Hooks BBQ and Buffet sponsored a BBQ with support from other community sponsors to give low-income children a good time and some needed school supplies. Hundreds of people attended and at the end of the evening 200 book bags stuffed with binders, pencils and crayons were given away as prizes (Richmond County Daily Journal).

Just outside Sacramento, CA community members used facebook to ask parents how much they spent on school supplies and if they knew if their child’s classroom pooled supplies. “The post generated a lengthy discussion from dozens of local parents, teachers and one board member. Most reported how much they spent on school supplies this year. Answers ranged from $25 to $100, many indicating that this cost was outside of new backpacks and clothing” In this district, 61% of households classify as low income, so parent donations are needed and greatly appreciated. (Galt Herald online).

In Westchester County NY, community members are teaming with The Sharing Shelf to collect and distribute school supplies to children in need. Rob Astorino, Westchester County Executive said, “Since launching our backpack partnership, we have helped give vital school supplies to thousands of children in Westchester County. As always, our goal is to help as many children as we can” (Pelham Daily Voice).

In Maine, members of the Augusta Elks Lodge plan a back to school giveaway of items they say are “tools kids need to have a chance to be successful in the classroom” (Kennebec Journal). The giveaway includes pens, pencils, notebooks, backpacks, lunch boxes, clothing and healthy snacks.

For 25 years, Catholic Charities in Joliet, IL has a Back to School Fair for students from low-income families. This event offers pens and paper, books, medical exams and social services (The Herald News).

I found so many stories of this kind- a wonderful demonstration of communities helping children. Each of these stories has the common thread of giving kids the tools they need to succeed. If you remember the excitement of a new box of crayons, how about the next time you see a Crayola display pick up a few boxes and take great joy in proving that excitement for a child who wouldn’t otherwise get that.

Local churches, temples or other houses of worship, the community YMCA, and Starbucks are a few places that accept donated school supplies. You could always just take them right to a school. Providing a new box of crayons to a child who can get creative and colorful, and start the school year on a positive note.

In what may be considered a blessing, charter schools are having trouble staffing their schools. To solve that problem in New York, the State University of New York (SUNY) Charter School Institute is going to make it easier to “certify” teachers to staff their charter schools.

Currently in New York, to obtain a teaching license one must earn a graduate degree in education from an accredited university and pass some sort of test or performance assessment. Other states require either a 4 year degree/certification program or a two year alternate route as many states offer as well as the test and/or performance assessment.

According to the New York Times the SUNY proposal states, along with a Bachelor’s Degree, “candidates must have a minimum of 100 hours of ‘field experience’ under the supervision of another teacher, a requirement that could be fulfilled in about two and a half weeks of school.” The proposal under consideration includes a minimum of 30 hours of classroom instruction. “If, when its charter comes up for renewal, the school is able to show its teachers are producing successful students, the program would be allowed to continue” (Times Union). This certification would apply only to teachers in SUNY charter schools.

Michael Mulgrew, President of the United Federation of Teachers hammers back:

“The state requires prospective cosmetologists to receive 1,000 hours of specialized instruction and real estate brokers to get 120 hours of instruction and two years of field experience,” Mulgrew said in his letter to Joseph W. Belluck, the chair of the Charter School Committee at SUNY in Albany. “But SUNY’s proposed regulations would, in essence, let charter schools — many of which have admitted having difficulty hiring and retaining certified teachers — create their own special teaching licenses for anyone who finishes one week of specialized instruction and works only 100 hours in a classroom under the supervision of another teacher or administrator, including those who are not themselves certified” (UFT.org).

Charter school advocates say the proposal would help schools struggling to find quality teachers who are certified in New York.

This begs the question, what defines quality teachers? Put it simply, would you rather have a teacher who graduated from an accredited teacher education program who has passed all the requirements for graduation and state licensure? Or would you rather someone with a Bachelor’s degree in anything and 30 hours of classroom instruction on teaching and no certification, no passing score on a performance assessment, and no pedagogical training? This will not produce quality teachers.

The question I continue to ask, because it frustrates me the most is why aren’t these charter schools opening in affluent suburban communities? (*most charters in NY are in NYC). Because I have taught in both urban and suburban areas, I am confident when I say a charter school in a middle or high income district, staffed by unlicensed and inexperienced teachers would go over like a lead balloon. But that’s not where the charters are opening.

Maria Bautista of the Alliance for a Quality Education said the proposed changes are racist.

“We know they’re going to disproportionately impact black and brown children,” Bautista said at a recent SUNY Charter School Committee hearing. “You would never have uncertified teachers teach your children. Why is it OK for black and brown children? That is not OK” (wbfo).

On every level, that is not OK. It’s not okay for the teaching profession, and it’s not okay for the minority and low-income children this will directly impact. Is there an expectation of ignorance with these decisions? Is the SUNY Charter Institute counting on this being an 11th hour decision when no one is paying attention? Yes and Yes.

The following statement comes from the 1983 report from President Ronald Reagan’s National Commission on Excellence in Education. This report was considered by many to be a landmark event in modern American educational history. “A Nation at Risk: The Imperative for Educational Reform” was controversial at the time, as many believed it did not go far enough to report on the effects of poverty, as low achievement was equated to poor schools instead of neglected communities.

Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world. This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility. We report to the American people that while we can take justifiable pride in what our schools and colleges have historically accomplished and contributed to the United States and the well-being of its people, the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people (ed.gov.).

– a rising tide of mediocrity – We have persistently failed to address the economic and social injustices that created these communities and then blame schools and teachers for students’ failure. The solution is not to lower the bar of teacher qualifications, rather we should do the opposite. Teach and train more people to be effective in our classrooms-both urban and suburban. Hold teachers to a high standard, and give them the tools they need to succeed.

Joseph Joubert (1754-1824) a French moralist and essayist once said, “Mediocrity is excellent to the eyes of mediocre people.” As a nation, we must expect excellence in our teachers who will bring out excellence in our students. Anything less is simply unacceptable.

Every once in a while I come a cross a story about someone doing something awesome, and it restores my faith in humanity. Here is an inspirational story about a recent high school graduate from New Haven, CT. Her name is Coral Ortiz.

While in high school, Coral was elected to the Board of Education as a student representative, and served a two-year term. During her time on the board she questioned the inception of an all black boys charter school, saying it didn’t make much sense, and how could the school ignore Hispanic students? Rather, she suggested creating a program within an existing school to offer extra attention and help for boys of color (New Haven Independent). The charter school never got off the ground.

Coral was named valedictorian, and this is the commencement address she gave. Her story is in her words.

I would like to start by first and foremost thanking God and every person who helped us get where we are today. In particular, thank you to our friends and families who supported us as we worked towards this moment, and who are here supporting us as we graduate. I would like to personally thank my teachers, mentors, counselors and all of my peers and friends. Lastly and most importantly, my family: I could not thank my parents enough for the support they gave me.

I’ve thought a lot about this day; about what I want to say, and what message I want to send. I thought about preparing something different, but as I thought, I decided it was best to share the truth. The truth about what this day actually means. The truth about what we as a class represent.

When we were young, we were taught that we were “one nation under God, indivisible, with liberty and justice for all.” Our country taught us that no matter our income or race, we would all have the same chance to achieve our dreams. We were taught that there would never be a bias against a certain group of people, and that society believes in each and every one of us. These lessons of equality were taught as self-evident. These lessons of equality have and continue to be a lie.

The reality is that despite the fact that we recite the words “one nation under God, indivisible, with liberty and justice for all,” it has been 50 years since the civil rights movement that our country has never been equal. We—a class mostly made up of minority, low income, and first generation students—have had the odds stacked against us, but here we are standing at this graduation with 3 state championships, college acceptances, and one of largest increases in graduation rates in the State, because we didn’t let the inherent inequality stop us from achieving our goals.

I would be lying if I said today is like any other day, because today is not like any other day. Most importantly, Today is not your typical high school graduation; it is more than that. Today is the day when we walk across a stage and take our diplomas, as an act of defiance to those who said we could not. We have had many students, administrators, and teachers come and go. We have had heart break; we have had our nation turn its backs on us, through supporting those who support hate. So, to those that believed my classmates and I were incapable, I have decided to leave a message for you:

To the teacher who said my classmates and I would fail and that the taxpayers wasted resources on our education -– Today, we teach you that you were wrong.

To the counselor who told me students at this school never get into prestigious colleges – we didn’t let your perception of us define who we are.

To the people who assume we are robbing their stores because of the color of our skin – don’t judge a book by its cover.

To the people who told us that only boys were good at math – Girls are more than just pretty faces.

To the people who violated our bodies – no means no.

To the people who questioned our dedication to the things we were involved in – you didn’t see our sleepless nights and three championship trophies.

To the person who believed that our socioeconomic status would define us – you do not need to be a millionaire to succeed.

To the lady on the bus who told me my peers and I would go to jail because of the high school we attended – we are still free.

To the politicians and corporations that refuse to address gun violence because it might cost them money- life has no price.

To the people who assume that our names are too ghetto to be qualified – our names have taken us farther than you could have imagined.

To the leaders who thought it was okay to make decisions that forced us to go to classes without textbooks – it is far from okay.

To the person who told us we only got into college because we were minorities – the color of one’s skin does not determine intelligence.

To the people that talked poorly about us in the newspaper – you taught us how to be fearless.

To the people who thought it was okay to experiment with our education – the math of 5 principals in 4 years just doesn’t add up.

To the people who want to privatize education – public education is the reason we succeeded.

To the politicians who choose unqualified people to affect our lives because you feel loyal to your party – you did not take a vow to serve a party. You took a vow to serve the people.

To the person who believes my classmates and I are dangerous – we are human.

To the people who told me my friends and I are not beautiful – black is beautiful.

To those who believed that my peers and I would drop out – looks like you were wrong.

To everyone who voted for hate – love wins.

I could go on for hours talking about the people who defined us as something other than successful. But today is not solely about the obstacles that were placed in front of us. Today is about the truth. The fact that there were several times people underestimated us and we were able to prove them wrong. We stand here and take our diplomas not only as an act of defiance, but also as an act of gratitude. Thankful for the adults that cared, thankful for the teacher that spent hours educating us, thankful for the parents, family members, counselors, friends, politicians, and mentors that believed we could make it to this moment.

We could not have done this without you because it takes a village to raise a child. Despite the fact that our education was treated like an experiment, lacked in resources, and was marked by the presence of people who stopped believing we were capable, we did it. In 6 years we were capable of going from a 51 percent graduation rate to a 91 percent graduation rate. Today we acknowledge the fact that our country is not equal and that we have it harder than many other people. We acknowledge that, despite this inequality, we beat the odds. We did it, and now we have the chance to not only reach our own dreams, but also to help others reach theirs.

If we were able to overcome all of these obstacles, then there is nothing that can stop us. No one that can stop us, no dream that we can’t reach, and no adversity that we cannot overcome, because in the end, they said we couldn’t, so we did, and when they say we won’t, we will. Thank you and congratulations to the class of 2017 (New Haven Independent).

With a microphone and an audience Coral Ortiz spoke truth. Much of what she said might be argued or denied by those who don’t agree or don’t want to hear her truth. She spoke from her heart of her experiences, and the experiences of her classmates. Brava.

Coral has a bright future ahead of her. Regardless of what she studies, she will succeed. Where will she study? She’s staying close to New Haven and will attend Yale University (rumor has it she turned Harvard down).

Here’s a compilation of recent headlines about charter schools across the country. As you read, keep in mind this is the direction the current administration is going with regards to charters and vouchers.

The Ohio State Auditor reported a charter school that was closed due to mismanagement in 2015 owes the state $340,000. “The shutdown, for mismanagement, came after the school had received its per-pupil aid from the Ohio Department of Education for the 2015-16 school year”(Columbus Dispatch).

Gene V. Glass, one of the nation’s most distinguished education researchers, wrote of parents applying to a charter school in Arizona. Parents who registered their child early for kindergarten received a letter of acceptance but in March were asked to fill out another form where they noted their daughter required speech therapy, which they did not indicate on the first application. They were then told the child was unaccepted and would need to reapply through an open lottery.

The principal of the Crescent Leadership Academy, a charter school in New Orleans, was fired after he was filmed wearing Nazi rings and participating in a “white genocide” tape. The students in the school are almost all African-American (The Root).

A judge in New Orleans found that Delta Charter violated the terms of the desegregation plan. The local school board in Concordia is seeking reimbursement of millions of dollars, and wants the judge to require the charter school to cancel its enrollment and create a plan of a more inclusive and diverse student body. The plan would include offering transportation to the school which would make it possible for more black students to attend (NOLA.com).

This story from South Carolina explains how foreign investors are buying green cards by investing in charter school construction, and the middlemen are raking in money at high interest rates. Specifically, Jared Kushner’s sister secured investments in Kushner real estate deals in Beijing, where she promised green cards to investors of at least $500,000.

Three Detroit-area charter schools are closing in June after years of low test scores. This will leave hundreds of families to find new schools before fall. Many of these families have not yet been notified (chalkbeat.org).

In California, the East Bay Times reports an audit released this week suggests Livermore’s two charter schools misappropriated public funds, including a tax-exempt bond totaling $67 million, and mainly pointed the finger at former CEO Bill Batchelor. According to the Times, the Tri-Valley Learning Corporation, “failed to disclose numerous conflict-of-interest relationships; diverted, commingled and/or misappropriated public funds, including tax-exempt public bonds totaling over $67 million with various private entities; and contributed to an environment of significantly deficient internal controls” (East Bay Times).

In Indiana, four private schools with a consistent record of academic failure were approved by the State Board of Education to begin accepting publicly funded vouchers for incoming students (WFYI). “The schools had been rated a D or F on the state’s accountability system for at least two consecutive years” (WFYI). Indiana Governor Holcomb recently signed a law allowing private schools to seek a one-year waiver from the requirement of reporting years of academic improvement to become eligible for the vouchers. The school is being rewarded for failure.

On Thursday, Florida Governor Rick Scott signed a controversial and contested bill awarding $419 million to grow charter schools in the state. According to the Miami Herald, “The bill will make it easier for privately managed charter schools to further expand in Florida and to receive additional taxpayer funding to boost their operations. It also includes a wide range of other provisions including daily school recess for most elementary school students and $30 million in extra funding to expand a voucher program that helps kids with disabilities.”

The Florida bill was in heavy opposition from public school advocates across the state and across the country. Superintendents, elected school board members, parents, teachers are concerned about provision in the bill forcing districts to share millions of local tax dollars earmarked for school construction. Before signing the bill, Scott said, “When I was growing up, I had access to a good quality education, and every Florida child should have the same opportunity” (Miami Herald). Define ‘good quality education’, Mr. Scott?

Diane Ravitch reported today that the New York State Senate is holding a deal to renew mayoral control unless NYC Mayor De Blasio agrees to allow more charter schools.

The Trump administration is pushing a plan to increase funding, fully support charters and vouchers – expand privatization to include vouchers, virtual schools, homeschooling, and other alternatives to public education all unregulated, and many for profit. All of this with very little research or evidence to support their success.

What’s happening in Washington, and across the country is disturbing. Politicians are promoting failed and discriminatory practices, and the implications of these failed practices will be felt far and wide, and for a very long time. What’s reported in the news consistently is a pattern of fraud, misappropriation of funds, discriminatory acceptance practices, and rewards for failure.

What’s happening in your state? Where do your elected officials stand on these policies? If you don’t know, it’s time to find out.

photo courtesy of npe.org

The White House released the proposed education budget this week. The budget is harmful to public education- cutting teacher training and funding to reduce class size, and ending the Public Service Loan Forgiveness Program, which would affect 400,000 students. And no surprise to anyone who has been following, charter schools would receive $500 million in new funding, an increase of 50%. This is bothersome.

Equally as disturbing is the $1.2 billion cut of the 21st Century Community Learning Center. This program provides after school academic enrichment for 1.6 million children in the US (ThinkProgress). Children who benefit from this program generally come from high poverty, under-performing schools.

According to the program’s 2014–2015 performance report:

80% of parents whose children are served by after-school programs say that those programs helped them keep their job.

65.2% of teachers reported an improvement in homework completion and class participation for students served by the program.

Halley Potter, a fellow at The Century Foundation whose work focuses on educational inequality said, “Their stated reason for cutting after-school programs is the idea that there isn’t evidence quickly boosting student achievement.”

This budget is adding $500 million to a voucher program which has very little evidence to support its effectiveness (especially with regard to the positive effects on children living in poverty), while cutting programs which positively affect 1.6 million poor children and data supports its effectiveness. How does this make sense?

With data collected from 30 states, the program’s performance report shows how this program has an overlapping positive impact on the children and families who participate. Let’s not forget the report which came out recently showing how the DC voucher program was not working.

What’s in the budget for DeVos? “An additional $158 million for salaries and expenses in the Education Department.” A portion of this money will go for increased security for DeVos, who has contracted the U.S. Marshals Service instead of the ED’s security team (The Fader).

This budget is aligned with what Trump and DeVos have been pushing all along – the privatization of public schools. It’s interesting to note that with all the president has on his plate lately, he still has time to destroy public education and ignore the needs of so many children in this country.

DeVos and her husband are deeply rooted in their evangelical Christian beliefs. Her actions and her beliefs seem to take distinctly different positions on educating poor children. The irony is not lost on me.